Challenges Faced by Second Language Learners in Writing Paragraphs at Secondary Schools: Teachers' Perspectives in South Africa
Abstract
This paper investigates challenges South African secondary school second-language (L2) learners face in paragraph writing and identifies effective pedagogical solutions, as perceived by their teachers. Using a qualitative case study design, data were collected from 12 in-service English First Additional Language (EFAL) teachers from the public secondary schools in a selected district of the Eastern Cape, South Africa. Participant demographics included teachers with 3 to 18 years of teaching experience, representing rural-area school contexts. The research instruments comprised a semi-structured interview protocol (schedule) with questions aligned with the study’s objectives. Data analysis employed thematic analysis, following Braun and Clarke’s six-phase model, involving verbatim transcription, inductive coding, and iterative theme refinement to identify patterns related to writing challenges and pedagogical strategies. Findings reveal internal factors (limited linguistic competence, poor planning, low confidence) and external factors (time constraints, few writing opportunities) as key difficulties. Specific challenges include constructing topic sentences, ensuring cohesion and coherence, and applying grammar. Effective strategies identified include explicit instruction on paragraph structure, process-oriented approaches, blended learning tools, and formative feedback. The study concludes that improving L2 paragraph writing requires a shift from product-focused evaluation to a scaffolded, process-oriented, technology-enhanced approach.
Downloads
References
Ahmed, A. M., Myhill, D., Abdollahzadeh, E., & Rezk, L. M. (2024). Qatari student writers' metalinguistic understanding of transitions in L2 English written argument. Language Awareness, 33(2), 328–346. https://doi.org/10.1080/09658416.2024.2332217
Alamri, H. R., & Yaseen, H. A. S. (2021). Exploring EFL teachers' perspectives on sources of challenges in writing classrooms. Studies in English Language Teaching, 9(5), 1–15. https://doi.org/10.22158/selt.v9n5p1
Alghamdy, R. Z. (2023). Efficacy of problem-based learning strategy to enhance EFL learners' paragraph writing and grammar skills. Arab World English Journal, 14(1), 43–58. https://doi.org/10.24093/awej/vol14no1.3
Annisa, M. N., & Yunita, W. (2025). Exploring the strategies used by English teachers in teaching writing for junior high school students at Kota Bengkulu. JET: Journal of English Teaching, 11(1), 105–117. https://doi.org/10.33541/jet.v11i1.6447
Arachchige, C. (2025). Generative AI and second language writing. Digital Scholarship in Language and Linguistics, 2(1), 77–95. https://doi.org/10.1515/dsll-2025-0007
Camerling, B. C. F. (2020). The implementation of collaborative writing in improving students' writing skill at 11th grade of science class at SMA Pertiwi Ambon. Jurnal Tahuri, 17(1), 38–52. https://doi.org/10.30598/tahurivol17issue1page38-52
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage. https://doi.org/10.4135/9781506335674
Dao, H., & Dan, A. (2024). Incorporating ChatGPT as an automated written corrective feedback tool into L2 writing classes. Journal of Language Teaching, 4(4), 22–34. https://doi.org/10.54475/jlt.2024.024
Dlamini, S. B., Govender, S., & Mhlongo, H. (2024). Teaching strategies for improving creative writing in English First Additional Language. Journal of Educational and Social Research, 14(4), 223–239. https://doi.org/10.36941/jesr-2024-0106
Haidari, S. A., & Zada, M. Z. (2025). Students' challenges in writing paragraphs at Sar-e-Pul Higher Education Institute. Journal of Natural Language and Linguistics, 3(1), 1–12. https://doi.org/10.54536/jnll.v3i1.4324
Hidayati, T. (2018). Teaching writing to EFL learners: Process versus product approach. Journal of English Teaching, 4(2), 95–106. https://doi.org/10.33541/jet.v4i2.845
Hlabisa, S. N., Mhlongo, H. R., & Govender, S. (2023). Exploring teachers' views on the pedagogy of writing skills in English First Additional Language. e-Bangi: Journal of Social Sciences & Humanities, 20(3), 1–15. https://doi.org/10.17576/ebangi-2023-2003-07
Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954–2965. https://doi.org/10.1111/jan.13031
Khatri, B. B., & Khadka, G. (2025). International volunteering for capacity development of the host community: A relational approach. Development in Practice. Advance online publication. https://doi.org/10.1080/09614524.2025.2457588
Landrieu, Y., De Smedt, F., Van Keer, H., & De Wever, B. (2023). Design principles of Argumentative: Designing an intervention focusing on explicit writing instruction and collaborative writing. In Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning (CSCL 2023) (pp. 358–359). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2023.446109
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780194421817.001.0001
Luciana, R., Putri, S., & Hartono, A. (2024). Self-confidence and anxiety in Indonesian EFL writing classrooms. Indonesian Journal of Applied Linguistics, 14(1), 89–102. https://doi.org/10.17509/ijal.v14i1.5678
Mahmood, S., Ali, R., & Khan, T. (2024). Blended learning approaches in EFL writing classrooms. Education and Information Technologies, 29(2), 145–162. https://doi.org/10.1007/s10639-023-11567-9
Msuya, D., & Abdala, J. (2025). Exploring teaching practices for developing paragraph writing skills in English as a foreign language through a competence-based approach in Tanzania's secondary schools. Discover Education, 4(1), Article 84. https://doi.org/10.1007/s44217-025-00478-7
Ngubane, N., Ntombela, B., & Govender, S. (2020). Process writing approaches in South African EFAL classrooms. Reading & Writing, 11(1), 1–9. https://doi.org/10.4102/rw.v11i1.253
Nguyen, L. Q., & Nguyen, B. T. (2025). Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers' beliefs and practices. Macquarie University Research Output. https://researchers.mq.edu.au/en/publications/scaffolding-in-genre-based-l2-writing-classes-vietnamese-efl-teac
Omodan, B. I. (2023). Unveiling epistemic injustice in education: A critical analysis of alternative approaches. Social Sciences & Humanities Open, 8(1), Article 100699. https://doi.org/10.1016/j.ssaho.2023.100699
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage. https://doi.org/10.4135/9781483398341
Raval, R. (2025). The role of formative feedback in improving EFL writing. International Journal of Language Studies, 19(2), 55–70. https://doi.org/10.1234/ijls.2025.19.2.55
Singh, P., Kumar, R., & Sharma, V. (2020). Cognitive activation strategies in EFL writing. Journal of Language and Education, 6(4), 88–101. https://doi.org/10.17323/jle.2020.88
Ulaywi, A. (2021). Problem-based learning in EFL writing classrooms. International Journal of Instruction, 14(3), 233–248. https://doi.org/10.29333/iji.2021.14313a
van Manen, M. (2016). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Routledge. https://doi.org/10.4324/9781315422657
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wondim, B. M., Gebremariam, H. T., et al. (2024). Exploring the effects of written corrective feedback types on grammatical accuracy in L2 writing: Evidence from Ethiopian high school students. SAGE Open, 14(3), 1–16. https://doi.org/10.1177/21582440241274331
Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage. https://doi.org/10.4135/9781526430449
Yunus, M., Dalle, M. B., Kaharuddin, A., Hudriati, A., & Strid, J. E. (2024). Enhancing paragraph writing proficiency: A study of students' performance post global English textbooks exposure. International Journal of Language Education, 8(1), 127–141. https://doi.org/10.26858/ijole.v8i1.60913
Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative learning strategies in EFL writing classrooms. International Journal of Instruction, 12(1), 139–154. https://doi.org/10.29333/iji.2019.12110a
Zhang, T., Xu, P., & Gao, X. (2024). The effect of explicit information in processing instruction on middle school students' acquisition of English passive voice. SAGE Open, 14(2), 1–14. https://doi.org/10.1177/21582440241253392
Zitha, I., Masete, D., & Matsetela, S. (2024). Using artificial intelligence tools for providing feedback as a strategic response to addressing challenges in students' academic writing. E-Journal of Humanities, Arts and Social Sciences, 6(7), 1096–1111. https://doi.org/10.38159/ehass.20256712
Copyright (c) 2026 Studies in Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
